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Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wills, Howard P.; Wehby, Joseph H. – Education and Treatment of Children, 2019
Students with emotional and behavioral disorders (EBD) often receive low rates of teacher praise and high rates of teacher reprimands, though they may respond more positively to praise and more negatively to reprimands than their typically developing peers. Teacher praise-to-reprimand ratios (PRRs) are associated with increased student engagement,…
Descriptors: Positive Reinforcement, Negative Reinforcement, Classroom Techniques, Emotional Disturbances
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Nemer, Shannon L.; Sutherland, Kevin S.; Chow, Jason C.; Kunemund, Rachel L. – Education and Treatment of Children, 2019
Children frequently enter elementary school unprepared for its academic and socioemotional challenges. This can lead to challenging behaviors that negatively affect students' educational experiences, put them at risk for emotional and behavioral disorders (EBD), and impact relationships with teachers. Despite a large research base on student…
Descriptors: Teacher Attitudes, Behavior Problems, Student Behavior, Elementary School Students
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Common, Eric Alan; Buckman, Mark Matthew; Lane, Kathleen Lynne; Leko, Melinda; Royer, David James; Oakes, Wendy Peia; Allen, Grant Edmund – Education and Treatment of Children, 2019
In this methodological illustration, we examined Tier 2 social skills interventions to support school success for students with or at risk for emotional or behavior disorders. We presented findings examining the usability and feasibility of the "Social Skills Improvement System-Intervention Guide" and "Positive Action Counselor's…
Descriptors: Interpersonal Competence, Intervention, At Risk Students, Emotional Problems
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Weber, Meredith A.; Rich, Sara E.; Gann, Candace J.; Duhon, Gary J.; Kellen, Stephanie Smith – Education and Treatment of Children, 2019
Check-in/Check-out (CICO) is one of the most commonly utilized and wellestablished Tier 2 interventions (Horner, Sugai, & Lewis, 2015). Evaluation of CICO components is necessary to inform implementation of adequate prevention and intervention services, as well as evidence-based modifications of intervention intensity for students at risk of…
Descriptors: At Risk Students, Emotional Disturbances, Behavior Disorders, Intervention
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Cook, Bryan G.; Lloyd, John Wills; Therrien, William J. – Education and Treatment of Children, 2019
Students with emotional and behavioral disorders (EBD) present some of the greatest challenges faced by educators, and experience some of the most problematic outcomes. To increase the likelihood that students with EBD will be successful in school and in life, practitioners should implement effective interventions. Trustworthy research is the…
Descriptors: Behavior Disorders, Emotional Disturbances, Access to Information, Students with Disabilities
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Scheuermann, Brenda K.; Nelson, C. Michael – Education and Treatment of Children, 2019
The positive behavioral interventions and supports (PBIS) framework has been applied for over two decades in public schools throughout the country. More recently it has been adopted, or is being considered for adoption, by an increasing number of states and facilities providing residential or secure care for juvenile offenders. During…
Descriptors: Positive Behavior Supports, Juvenile Justice, Residential Programs, Correctional Institutions
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Cardon, Teresa; Wangsgard, Nichole; Dobson, Nicole – Education and Treatment of Children, 2019
This study examined if a functional relationship exists between video modeling (VM) of peer models and increased outcomes in social communication goals for preschool-age children in an integrated public school setting. Six preschool students received the VM treatment in the classroom using a withdrawal design (A-B-A-B-C); two additional students…
Descriptors: Video Technology, Peer Influence, Modeling (Psychology), Interpersonal Communication
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Haydon, Todd; Schmidt, Carla; Buncher, Amanda; Carnahan, Christina – Education and Treatment of Children, 2019
The current case study compared the effects of a Numbered Heads Together strategy with and without peer-led opportunities to respond during a postsecondary classroom management class. Results indicated that the student with high-functioning autism had a higher percentage of intervals of on-task behavior and weekly quiz scores during the Heads…
Descriptors: Pervasive Developmental Disorders, Autism, Students with Disabilities, Cooperative Learning
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Hirst, Erica S. Jowett; Lockenour, Falyn M.; Allen, Jamie L. – Education and Treatment of Children, 2019
Although common among children learning to walk, persistent toe walking can cause physical harm due to inefficient gate, and, in some cases, result in negative social interactions such as teasing and bullying. In addition, although toe walking is often associated with a variety of neurological and developmental conditions, toe walking also occurs…
Descriptors: Physical Activities, Reinforcement, Behavior Modification, Feedback (Response)
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Rubow, Christopher C.; Noel, Christina R.; Wehby, Joseph H. – Education and Treatment of Children, 2019
Students with emotional and behavioral disorders (EBD) often receive low rates of positive attention in the classroom. Further, students with EBD may receive attention from teachers and peers contingent on disruptive behavior, which may reinforce disruption. In our study, we conducted two experiments, involving one special education teacher, one…
Descriptors: Behavior Disorders, Emotional Disturbances, Attention, Student Behavior
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Beckman, Alexandra; Mason, Benjamin A.; Wills, Howard P.; Garrison-Kane, Linda; Huffman, Jonathan – Education and Treatment of Children, 2019
Self-monitoring (SM) is a behavioral intervention with a long history of successful implementation for students with autism spectrum disorder. Despite the development of sophisticated software applications, they are rarely incorporated into data collection procedures for SM interventions. The current study evaluated an SM application, goal…
Descriptors: Autism, Pervasive Developmental Disorders, Behavior Modification, Academic Achievement
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Weiss, Stacy L.; Brinkley, Jason; Bock, Josh – Education and Treatment of Children, 2019
Written expression curriculum-based measurement is a quick and effective way to screen for writing difficulties and evaluate student progress during an intervention. In this study the scores of third and fourth grade students in the fall, winter, and spring were analyzed as related to grade level, gender, special education participation, and…
Descriptors: Curriculum Based Assessment, Writing Evaluation, Student Evaluation, Grade 3
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Hodges, Ansley C.; Betz, Alison M.; Wilder, David A.; Antia, Kristen – Education and Treatment of Children, 2019
We used a contingent acoustical feedback procedure to increase appropriate walking and decrease toe walking exhibited by a young boy with autism. After a pre-treatment screening assessment suggested that toe walking was maintained by automatic reinforcement, we paired an auditory stimulus (i.e., a clicking sound) with access to a preferred item to…
Descriptors: Feedback (Response), Auditory Stimuli, Behavior Modification, Psychomotor Skills
Simonsen, Brandi; Freeman, Jen; Swain-Bradway, Jessica; George, Heather Peshak; Putnam, Robert; Lane, Kathleen Lynne; Sprague, Jeffrey; Hershfeldt, Patti – Education and Treatment of Children, 2019
Research suggests (a) students benefit when educators implement positive and proactive classroom behavior support practices (e.g., maximizing structure, teaching expected behaviors, delivering engaging instruction) and (b) educators benefit when school leadership teams invest in positive and proactive professional development support systems…
Descriptors: Positive Behavior Supports, Student Behavior, Teaching Methods, Classroom Techniques
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Wolf, Shelby M.; Weber, Meredith A.; Duhon, Gary; Schieltz, Kelly M. – Education and Treatment of Children, 2019
The present study evaluated the effects of different types of teacher commands on response latency for pre-kindergarten and kindergarten students. Two different types of commands were assessed: alpha commands and beta commands. Research on instructional time in schools shows that loss of instructional time during transition periods may result in…
Descriptors: Compliance (Psychology), Reaction Time, Young Children, Kindergarten
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